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The diagonals of a trapezium divide it into four parts. Can you create a trapezium where three of those parts are equal in area?

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A farmer has a field which is the shape of a trapezium as illustrated below. To increase his profits he wishes to grow two different crops. To do this he would like to divide the field into two. . . .

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Straight lines are drawn from each corner of a square to the mid points of the opposite sides. Express the area of the octagon that is formed at the centre as a fraction of the area of the square.

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Follow the instructions and you can take a rectangle, cut it into 4 pieces, discard two small triangles, put together the remaining two pieces and end up with a rectangle the same size. Try it!

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Can you recreate squares and rhombuses if you are only given a side or a diagonal?

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Investigate the properties of quadrilaterals which can be drawn with a circle just touching each side and another circle just touching each vertex.

This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.

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A kite shaped lawn consists of an equilateral triangle ABC of side 130 feet and an isosceles triangle BCD in which BD and CD are of length 169 feet. A gardener has a motor mower which cuts strips of. . . .

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The computer has made a rectangle and will tell you the number of spots it uses in total. Can you find out where the rectangle is?

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Show that for any triangle it is always possible to construct 3 touching circles with centres at the vertices. Is it possible to construct touching circles centred at the vertices of any polygon?

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Medieval stonemasons used a method to construct octagons using ruler and compasses... Is the octagon regular? Proof please.

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Take any rectangle ABCD such that AB > BC. The point P is on AB and Q is on CD. Show that there is exactly one position of P and Q such that APCQ is a rhombus.

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Which is a better fit, a square peg in a round hole or a round peg in a square hole?

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We have four rods of equal lengths hinged at their endpoints to form a rhombus ABCD. Keeping AB fixed we allow CD to take all possible positions in the plane. What is the locus (or path) of the point. . . .

Read all about the number pi and the mathematicians who have tried to find out its value as accurately as possible.

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Show how this pentagonal tile can be used to tile the plane and describe the transformations which map this pentagon to its images in the tiling.

This article for pupils gives some examples of how circles have featured in people's lives for centuries.

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If you continue the pattern, can you predict what each of the following areas will be? Try to explain your prediction.

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Explore patterns based on a rhombus. How can you enlarge the pattern - or explode it?

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Explain how the thirteen pieces making up the regular hexagon shown in the diagram can be re-assembled to form three smaller regular hexagons congruent to each other.

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A circle rolls around the outside edge of a square so that its circumference always touches the edge of the square. Can you describe the locus of the centre of the circle?

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This task develops spatial reasoning skills. By framing and asking questions a member of the team has to find out what mathematical object they have chosen.

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Can you find the areas of the trapezia in this sequence?

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A cheap and simple toy with lots of mathematics. Can you interpret the images that are produced? Can you predict the pattern that will be produced using different wheels?

Read about David Hilbert who proved that any polygon could be cut up into a certain number of pieces that could be put back together to form any other polygon of equal area.

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Equal circles can be arranged so that each circle touches four or six others. What percentage of the plane is covered by circles in each packing pattern? ...

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The centre of the larger circle is at the midpoint of one side of an equilateral triangle and the circle touches the other two sides of the triangle. A smaller circle touches the larger circle and. . . .

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Two circles are enclosed by a rectangle 12 units by x units. The distance between the centres of the two circles is x/3 units. How big is x?

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M is any point on the line AB. Squares of side length AM and MB are constructed and their circumcircles intersect at P (and M). Prove that the lines AD and BE produced pass through P.

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The ten arcs forming the edges of the "holly leaf" are all arcs of circles of radius 1 cm. Find the length of the perimeter of the holly leaf and the area of its surface.

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The diagram shows a regular pentagon with sides of unit length. Find all the angles in the diagram. Prove that the quadrilateral shown in red is a rhombus.

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Identical squares of side one unit contain some circles shaded blue. In which of the four examples is the shaded area greatest?

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What is the ratio of the area of a square inscribed in a semicircle to the area of the square inscribed in the entire circle?

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Can Jo make a gym bag for her trainers from the piece of fabric she has?

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Bluey-green, white and transparent squares with a few odd bits of shapes around the perimeter. But, how many squares are there of each type in the complete circle? Study the picture and make. . . .

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Where should runners start the 200m race so that they have all run the same distance by the finish?

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Have a go at creating these images based on circles. What do you notice about the areas of the different sections?

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See if you can anticipate successive 'generations' of the two animals shown here.

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A circle touches the lines OA, OB and AB where OA and OB are perpendicular. Show that the diameter of the circle is equal to the perimeter of the triangle

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'What Shape?' activity for adult and child. Can you ask good questions so you can work out which shape your partner has chosen?

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Given a square ABCD of sides 10 cm, and using the corners as centres, construct four quadrants with radius 10 cm each inside the square. The four arcs intersect at P, Q, R and S. Find the. . . .

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Can you work out the area of the inner square and give an explanation of how you did it?

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Recreating the designs in this challenge requires you to break a problem down into manageable chunks and use the relationships between triangles and hexagons. An exercise in detail and elegance.

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Thinking of circles as polygons with an infinite number of sides - but how does this help us with our understanding of the circumference of circle as pi x d? This challenge investigates. . . .

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Can you reproduce the design comprising a series of concentric circles? Test your understanding of the realtionship betwwn the circumference and diameter of a circle.

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In LOGO circles can be described in terms of polygons with an infinite (in this case large number) of sides - investigate this definition further.

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Learn how to draw circles using Logo. Wait a minute! Are they really circles? If not what are they?

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Two semi-circles (each of radius 1/2) touch each other, and a semi-circle of radius 1 touches both of them. Find the radius of the circle which touches all three semi-circles.